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Innovative science and STEM pedagogies in Singapore

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cris.lastimport.scopus2024-09-13T21:00:53Z
cris.lastimport.wos2024-09-25T21:02:24Z
cris.virtual.author-orcid0000-0003-3196-3400
cris.virtual.author-orcid0000-0003-2986-2782
cris.virtual.author-orcid0000-0002-3286-2778
cris.virtual.author-orcid#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtual.departmentLearning Sciences and Assessment (LSA)
cris.virtual.departmentNatural Sciences & Science Education (NSSE)
cris.virtual.departmentNatural Sciences & Science Education (NSSE)
cris.virtual.department#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtualsource.author-orcid07f37f65-f0a7-4690-a48b-f9b57f34f51b
cris.virtualsource.author-orcide0d99ff3-8336-4de6-9ff3-72bf4e9a9a17
cris.virtualsource.author-orcid65e01bde-dcf6-475f-bf25-9bcdb9621a3b
cris.virtualsource.author-orcid#PLACEHOLDER_PARENT_METADATA_VALUE#
cris.virtualsource.department07f37f65-f0a7-4690-a48b-f9b57f34f51b
cris.virtualsource.departmente0d99ff3-8336-4de6-9ff3-72bf4e9a9a17
cris.virtualsource.department65e01bde-dcf6-475f-bf25-9bcdb9621a3b
cris.virtualsource.department#PLACEHOLDER_PARENT_METADATA_VALUE#
dc.contributor.authorYeo, Jennifer Ai Choo
dc.contributor.authorChen, Wenli
dc.contributor.authorTan, Timothy Ter Ming
dc.contributor.authorLee, Yew-Jin
dc.date.accessioned2023-08-08T08:47:28Z
dc.date.available2023-08-08T08:47:28Z
dc.date.issued2021
dc.description.abstractGlobalization, changing demographics, and technological advancements are some of the key driving forces of the future. Our students will have to be prepared to face these challenges and seize the opportunities brought about by these forces. Teaching and learning science can no longer be focused on acquisition of knowledge. Instead, a future-ready individual should develop discipline-specific and interdisciplinary ways of problem-solving. Instilling a range of cognitive and meta-cognitive skills such as critical thinking, creativity, and self-regulation, as well as the right attitude and values such as motivation, trust, respect for life, and diversity, become key elements of science learning. To achieve these learning goals, the Singapore Science Curriculum has made scientific inquiry as its pedagogical underpinning. Structures have been put in place to encourage teachers to try out different inquiry-based activities that develop these twenty-first century competencies. This chapter presents three innovative science and STEM learning approaches – image-to-writing approach (a model-based inquiry), spiral model of collaborative knowledge improvement (an argumentation approach), and microbial fuel cell (a design-based pedagogy) – adopted by science teachers to prepare their charges for the future and discusses how these pedagogical approaches contribute to the development of these competencies.en
dc.identifier.citationYeo, J., & Lee, Y.-J. (2021). Innovative science and STEM pedagogies in Singapore. In O. S. Tan, E. L. Low, E. G. Tay, & K. Y. Yaw (Eds.), Singapore math and science education innovation (pp. 189–206). Springer. https://doi.org/10.1007/978-981-16-1357-9_11en
dc.identifier.doi10.1007/978-981-16-1357-9_11
dc.identifier.isbn9789811613562
dc.identifier.isbn9789811613593
dc.identifier.urihttps://hdl.handle.net/10497/25511
dc.language.isoenen
dc.publisherSpringeren
dc.subject.keywordInnovative pedagogiesen
dc.subject.keywordScience inquiryen
dc.subject.keywordModel-based approachen
dc.subject.keywordArgumentation-based approachen
dc.subject.keywordDesign-based pedagogyen
dc.titleInnovative science and STEM pedagogies in Singaporeen
dc.typeBook chapteren
dspace.entity.typePublication
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